While most students and teachers have returned to school with the hyflex schedule, social studies teacher Sarah Becvar has been teaching her classes from home since August. Because her preschooler is taking classes at home and because she is pregnant, Becvar decided that teaching from home for the time being was the safest option. Despite the challenges presented by teaching remotely, Becvar has found new ways to connect and keep the peace both at home and in the classroom. 

Though Zoom and the technology in the classroom has allowed her to successfully teach from home, Becvar has noted the virtual boundary between her and the physical classroom. 

“Well this certainly is not the ideal way to be a high school teacher,” said Becvar. “I miss a lot of facial expressions, or even as students sometimes will say little comments to each other … and if I’m there, I can jump on those and use it as a teachable moment.” 

Becvar, who teaches various Advanced Placement (AP) courses for seniors, has found differences in new online group discussions. In the past, Becvar has emphasized group discussion and dialogue, a recurring activity for most AP classes, but has found student participation online to change the dynamic. 

“Because of the distance from the camera, I can’t see everyone as well as I’d like and can’t always hear people as well as I’d like,” explained Becvar, who has noticed that it is not only an issue with those at home. “I often have to tell guys at school to move up because everybody wants to sit in the back. … I have to usually specifically call on somebody to answer this question in order to engage them.” 

New schedule changes have also changed the structure of the class slightly, with discussions being less common according to Becvar. 

Outside of regular teaching, she has found connecting before and during classes with her students to be less natural in the current environment. “It’s harder to joke with students on Zoom because you’ll say something and you don’t always get a reaction or people are hesitant to give you much back. It's harder to make those interpersonal connections,” said Becvar.

Despite these issues, Becvar has been using smaller group work to allow students more interaction with each other and more effective work. 

“I feel that the breakout rooms have worked pretty well for my classes,” said Becvar, who noted she makes sure to check in once in a while. “You just kind of have to trust that students are doing what they are supposed to when you are not in there.” 

Becvar also regards herself fortunate to have students who are reacting well to the change. 

“I feel like those (seniors) know what they need to do and are pretty flexible.” As for her freshman Human Geography class, whom she finds benefit the most from her being in person, “They need a lot more enforcement in class. I help them take notes . . . and make sure they have the right posture.”

It is not only the students, but a multitude of SLUH teachers and faculty that have made Becvar’s remote teaching possible. From teacher aids who help sign the in-person group into Zoom each day, to colleagues who are helping her with exams, Becvar has felt the helpful nature of the SLUH community. 

“There’s so many people that have been so helpful to me through all this, my colleagues have been so wonderful, with Dr. Foy going out and making sure my exam gets printed and distributed,” said Becvar.

Another key group has been the IT Department. “IT has been so important, making sure my camera and microphone works really well,” Becvar said. She added that they are continuing to work together on ways to improve class in the instance of everyone coming back. 

“I am so appreciate the people who really stepped up and have been willing to do whatever’s necessary,” said Becvar.

Teaching remotely has changed both the classroom and the homefront alike. Becvar recalled the ability to spend more time with her family at home.

 “When I’m done at 3:15, I am already home with my preschooler,” said Becvar. “I don’t lose time driving to and from school and that's just allowed me to be more present as a mom. In that case it’s a blessing for sure.”

With that added time family, the need to find a quiet place to teach becomes important to find as well. In regards to that, Thomas Curdt—a 2018 SLUH graduate and son of English teacher Tim Curdt—has become the family’s babysitter, allowing Becvar to focus on teaching. 

“I didn’t ever want to have to attend to my son while teaching because I want my focus to be on the students.” explained Becvar. “I think education in our age of Covid is really a community effort, so you just do what you can do.”

Still, the noise associated with a kindergarten class playing the morning song at full volume keeps her needing to often change where she is teaching from. 

“There is a lot going on, so I have to be able to grab my laptop, and just head upstairs or in the dining room,” said Becvar, who noted that though certain spots are better than others. “I usually teach down in the basement and that's pretty dreary,” said Becvar. “My workstation; it’s wherever is quiet and usually where my laptop and my coffee is.”

“There is a lot going on, so I have to be able to grab my laptop, and just head upstairs or in the dining room. I usually teach down in the basement and that's pretty dreary. My workstation; it’s wherever is quiet and usually where my laptop and my coffee is.”

Becvar

 

Becvar plans to continue teaching from home next semester.